EdD, University of Cincinnati, 2005, Education : Educational Foundations

This qualitative study of five first generation community college students and four faculty who participated in high school to college bridge program(s) was undertaken in order to determine the attributes and personal and community support systems accessed by successful students. The students in the study all had significant academic and social barriers to their success. This study was grounded in resilience theory that is based upon 25 years of study, primarily on children, that suggests the nature of the human is to self-right, and with adequate support, the majority will be able to overcome adversity and achieve educational success. Interviews of students and faculty provided data that described the perceptions of attributes and support systems that promote resilience and achievement. Data was abstracted and coded for common themes for attributes, personal support systems and community support systems that foster resilience and achievement. There was significant agreement among the students and faculty in most categories, with individual stories illustrating how these successful students plan, overcome obstacles, and utilize resources to achieve success. Findings indicated that social competence, autonomy, goal setting, high expectations, teacher belief, identifying someone who cares and utilization of multiple individual and community support systems were key characteristics identified by these successful students and faculty who interact with “at-promise” students. The results of this study indicated that the personal attributes and support systems accessed by this young adult population are congruent with those accessed by successful children. Since this study is focused on achievement and resilience of a population that is typically identified as “at-risk”, it was determined to identify these students as “at-promise” promoting the positive concept that resilience is ordinary and achievable for the majority. Implications arising from this study include the nee (open full item for complete abstract)

Master of Arts, The Ohio State University, 2008, Graduate School

Doctor of Philosophy, University of Toledo, 2023, Higher Education

This qualitative study sought to further understand the experiences of rural community college students of low socioeconomic status as they navigate higher education and a differing class culture. By exploring their lived intra- and interpersonal experiences, this study also sought to better understand how these students integrate and apply new and existing cultural capital to their varied social contexts. Using naturalistic inquiry, data was collected through focus groups and individual interviews with a total of 10 participants. Data analysis included a cyclical process of coding and categorizing the data, which then allowed for themes to emerge. An analysis of the participants' interviews concluded with key findings embedded in the three main themes that emerged from the retelling of their experiences. They are: (a) managing identity, which captured the ways in which students viewed themselves and their environments differently since attending college; (b) managing relationships, or the ways in which college-going challenged current relationships, ending some relationships and creating new, and deepening others; and (c) managing deficits, or the ways in which participants adapted to the challenges of college while managing current roles and responsibilities. Findings in the study have several implications for practice for community colleges who are rural serving. These institutions should consider the implementation of the following recommendations if not already in place on their campuses: institutional navigators; flexible hours of service; alternatives to in-person meetings; technology training and support; modified plans of study; employer support; and enhanced connections with faculty, peers, and staff. An implication for institutional policy that emerged from the findings suggests that students would benefit from the provision of the technological devices required to access college services and course materials. This would include the provisi (open full item for complete abstract)

MS, Kent State University, 2017, College of Education, Health and Human Services / School of Health Sciences

Nutrigenomics is a rapidly developing field of study involving the relationship between genetics and nutrition. Multiple companies are now offering personalized dietary advice based on the results of genetic testing. College students, who are educated and more familiar with new technology may provide valuable information about perceptions toward nutrigenomic technology while it is still in its early stages of development. The purpose of this study was to examine the knowledge and perception of college students toward genetic testing for personalized nutrition. Participants in this study were college students from Kent State University who completed an online survey administered through Qualtrics. The survey assessed perception toward nutrigenomics along with basic genetics knowledge. Analysis of the data revealed a general lack of genetics knowledge among college students. In addition, only 25% of participants had ever heard or read about nutrigenomic testing. The overall perception toward these developments was more positive than negative. There were significant differences in genetics knowledge and perception of nutrigenomics among various class ranks and majors. In addition, findings indicate a significant relationship between participation in college level nutrition and/or genetics courses, higher genetics knowledge and more positive perceptions toward nutrigenomics. Individuals who scored higher on the genetics knowledge assessment also displayed a more positive perception toward nutrigenomics. More research is needed to understand how college students perceive nutrigenomics and what factors affect their attitude toward these scientific developments. Future studies with a valid and reliable questionnaire are needed to confirm the findings of this study.

Doctor of Psychology (PsyD), Wright State University, 2013, School of Professional Psychology

There is limited research on African-American college students and their participation in group psychotherapy in a university counseling center setting. This study examined the barriers to group psychotherapy for African-American college students. A 61 item survey was designed to obtain African-American college students' views on their willingness to participate in group therapy, expectations of group psychotherapy, expectations of group members, expectations of group leaders, coping skills when in distress, and multicultural considerations relating to group psychotherapy. Data collected from a sample (N = 108)was analyzed using descriptive statistics and regression analyses. Results of the this study found that coping strategies for African-American college students were predominantly based around family and friends, facing their problems directly, faith and religion and group psychotherapy was seen as a method less desirable than many other coping methods. Results also found that barriers to group psychotherapy included fear of being judged, fear of being discriminated against, fear of being stereotyped and a number of other salient factors. More should be learned about the barriers to group psychotherapy for African-American college students so as to identify effective ways to effectively recruit and retain African-American college to group psychotherapy.

Doctor of Education, University of Toledo, 2024, Higher Education

This dissertation explores the impact of physical campus spaces on the sense of belonging among commuter students. Drawing on qualitative data collected through photography, videos, interviews, observations, and campus materials, this study investigates how the physical campus environment shape students' perceptions of connection, inclusion, and belonging. By analyzing the themes of functionality, ownership, departmental environment, and external surroundings, the research delves into the intricate interplay between physical spaces and students' sense of belonging. Findings reveal the significant role that functional spaces, amenities, building efficiency, department-specific resources and tools, architecture and the surrounding environment, and community dynamics play in fostering a supportive and inclusive environment for commuter students. Ultimately, this study contributes to the understanding of how physical spaces can influence the sense of belonging and overall student experience on campus.

PHD, Kent State University, 2023, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The purpose of conducting this qualitative research was to investigate Middle Eastern international students' perceptions of individual mental health counseling services at their colleges/universities in the U.S. An Interpretative Phenomenological Approach (IPA) developed by Smith et al. (2009) was used to analyze the data. Six participants (three females and three males) participated in two individual interviews. Both interviews were conducted during the Coronavirus pandemic (COVID-19). Therefore, interviews were conducted via Microsoft Teams rather than in a face-to-face format to keep participants and the researcher safe. Two superordinate themes and five subthemes emerged from analyzing the data. The first superordinate theme was Mental Health Counseling Services are Unsafe to a Point. The three subthemes that emerged within the first superordinate theme were influence of cultural stigma, misinformation surrounding mental health counseling services, and mistrust related to English as a second language. The second superordinate theme was College Mental Health Counseling is Progressively Effective and Supportive. The subthemes that developed within the second superordinate theme were shifting generational perceptions of mental health counseling services and personal experiences with professional counselors.

Bachelor of Arts, Wittenberg University, 2022, Psychology

The current study analyzed how the developmental components of emerging adulthood in first-year college students are related to medication adherence/nonadherence. It was hypothesized that the newly discovered autonomy during the transition to college would encourage an exploration in identity and provide an opportunity for the “reinvention” of the self that might impact medication taking. Participants were 124 undergraduate first-year students enrolled at a small university in the Midwest. Participants completed an online survey that asked about their medication habits and the potential barriers to their medication adherence. Participants then answered questions regarding their perceived self-esteem, autonomy, identity, and stigma. The results showed that the most common barriers for medication adherence in first-year students were “feeling better” and “forgetfulness.” Additionally, the results revealed that the first-year students who were currently taking mental health medications (MH) demonstrated higher levels of agreement with feelings of perceived stigma and lower levels of agreement with feelings of autonomy and perceived self-esteem than the students taking physical health (PH) medications or no medication (p < .05). These results highlight the importance of how transitional developmental components may have an impact on medication adherence in first-year college students.

Doctor of Philosophy, The Ohio State University, 2022, Agricultural and Extension Education

The purpose of this qualitative exploratory case study was to explore the phenomenon of strategies college instructors enact that support the academic success of historically underrepresented students [HUS] (i.e., first-generation, low-income, and/or Students of Color) experiencing academic struggle. A critical-constructivist epistemology was employed (Jaekel, 2021; Levitt, 2021). The theoretical framework combined elements of critical pedagogy (e.g. Darder et al., 2017; Kincheloe, 2008), pedagogy of care (Noddings, 2003, 2005), radical love (e.g. Freire, 1970; hooks, 2018; Lane, 2018), critical care pedagogy (e.g. Chinn & Falk‐Rafael, 2018; Delpit, 2006; Gay, 2000; Ladson-Billings, 1997), and a student-ready institutional framework (McNair et al., 2016). The research was guided by four questions: (1) How do HUS understand academic success and struggle? (2) How do HUS identify instructors who they believe support their academic success? (3) How do instructors understand academic success and struggle for HUS? (4) How do instructors enact academic support for HUS? Data were collected in three phases. In phase one, a qualitative questionnaire was sent to 143 undergraduate students who identified as first-generation, low-income, and/or Students of Color and who had experienced academic struggle while enrolled at The Ohio State University. The questionnaire asked students to nominate instructors who they believed supported their academic success. This study was unique in that students could nominate any instructor regardless of teaching role (i.e., tenure-track faculty, lecturers, graduate teaching assistants, or staff). In phase two, 14 students who completed the questionnaire accepted an invitation to participate in semi-structured interviews. In phase three, six instructors who were nominated by students agreed to participate in semi-structured interviews and to permit observation of their teaching. Several rounds of qualitative coding strategies were used to a (open full item for complete abstract)

Bachelor of Science, Wittenberg University, 2020, Psychology

The current study investigates several personality characteristics and motivations of college students across different types of institutions, and their relation to the students' decision-making process when choosing which college to attend. Personality traits and measurements are thoroughly examined, followed by ways that college institutions and their students differ from each other. An online survey assessed personality characteristics and factors involved in the college-decision process from 215 participants who were currently attending or had previously attended undergraduate institutions. Significant differences were found between different groups of students (e.g., students attending public vs private schools, male vs female) in their personality characteristics and the college factors they considered in their college-decision process. Personality traits also predicted how much students considered different factors when deciding which college to attend.

Doctor of Philosophy, Miami University, 2020, Psychology

Studied more extensively in Western societies (e.g., the US), body image and its correlates in other cultures is less researched. When body image has been studied in other cultures, there is a tendency to utilize Western theories of body image to explain findings when localized perspectives may be more applicable in understanding body image. In particular, South Korea provides a unique context to examine body image given its flourishing plastic surgery industry, which is indicative of negative body image and acceptance of plastic surgery for cosmetic purposes. However, research exploring the association between body image and acceptance of plastic surgery along with sociocultural factors pertinent to South Korea that may help explain such an association is limited. The current study examined whether relevant sociocultural factors in South Korea, specifically fear of negative evaluation (FNE) and filial piety, serve as underlying mechanisms in the association between body image and acceptance of plastic surgery. College students in Seoul, South Korea (n = 227) completed self-report measures of body image (i.e., appearance evaluation and body areas satisfaction), FNE, filial piety, and acceptance of plastic surgery. Students who had plastic surgery for cosmetic purposes reported greater FNE and acceptance of plastic surgery than students who had no plastic surgery experience for cosmetic purposes. Moderated mediation analyses revealed significant total negative indirect effects of body image on acceptance of plastic surgery through FNE and filial piety as well as significant specific negative indirect effects of body image on acceptance of plastic surgery through FNE for students without plastic surgery experience for cosmetic purposes. No significant total or specific indirect effects were found for students with plastic surgery experience for cosmetic purposes. Findings from this study highlight the importance of understanding body image among South Koreans within t (open full item for complete abstract)

Doctor of Education, Ashland University, 2020, College of Education

This qualitative dissertation investigated issues affecting the dual enrollment participation rate of students from economically disadvantaged backgrounds, racial minority groups, and potential first-generation college-goers. Through semi-structured interviews, eight high school seniors, from underrepresented groups, shared their knowledge of Ohio's dual enrollment program, College Credit Plus. Culturally relevant teaching and culturally responsive leadership theory served as the framework to address the research questions: (a) Why are students of color, students from economically disadvantaged backgrounds, and potential first-generation college-goers participating in dual enrollment programs at a lower percentage rate than peers not from one of these groups? and (b) What strategies might local school districts, colleges, and universities employ to increase the participation of students who are underrepresented in dual enrollment? Study findings related to lower participation rates include insufficiencies in student knowledge, understanding, and encouragement or support; program qualifications; and access issues. Increasing dual enrollment participation of underrepresented students requires students taking ownership or responsibility for their learning and taking advantage of opportunities presented to them. In addition, school districts, colleges, and universities should develop strategies to provide personal communication and encouragement to reach these underserved groups.

Doctor of Philosophy, University of Toledo, 2020, Higher Education

This basic interpretive qualitative study examines the ways in which experienced community college faculty from different disciplines view their pedagogical perspectives after having worked with an increasing number of nontraditional students in their mixed-age college classrooms. Using a semi-structured question technique guided by Robertson's (1999) professor-as-teacher developmental model, the researcher interviewed 20 faculty from a single, associate's-degree-granting institution in Michigan. The participants in this study represented 18 different disciplines and all had at least 8 years of teaching experience at the community-college level. During this 8-year period, community college enrollment in Michigan shifted drastically from adult, nontraditional students looking for new career options in the wake of The Great Recession to an enrollment that actively pursues adolescent, dual-enrollment students looking to decrease future higher education costs. After analyzing the codes and themes in the data, this study concluded community college faculty in aliocentric (learner-centered) or systemocentric (teacher/learner-centered) teaching positions, as defined by Robertson (1999), are well suited for teaching dual-enrollment students. This suitability was found to be the case, regardless of discipline or employment status. However, despite this disposition, faculty were worried about the amount of dual enrollment expansion happening in their classrooms. The practical implications of this study are relevant to any teaching and learning initiative focused on strengthening community college faculty's abilities to work with adolescent, dual-enrollment learners.

Doctor of Philosophy (Ph.D.), University of Dayton, 2019, Educational Leadership

This qualitative research study used critical narrative inquiry methods to investigate the experiences of TRIO Upward Bound Program alumni during their program participation, and to explore how those experiences, according to participants' own accounts, influenced their creation of a college-college going culture in their households for their own children. TRIO Upward Bound is a federally funded college access program that serves first-generation, low-income high school students, providing support and motivation to pursue higher education. Study participants were alumni of TRIO Upward Bound Programs in the state of Ohio who have earned a baccalaureate degree or higher, and are now the parents of college-enrolled or college-graduated children. The theoretical frameworks utilized in these analyses were cultural and social capital, and funds of knowledge. Study participants described receiving assistance with their high school-to-college transition, academic support, and mentoring through their participation in Upward Bound. They also shared that Upward Bound exposed them to experiences that increased their cultural and social capital, building upon the funds of knowledge they had received from their parents and other family members. The participants further recounted how they used their Upward Bound Program experiences to shape college-going cultures in their homes, and create pathways into higher education for their children. Implications for practice involving student recruitment, alumni connections, and creating college-going cultures are detailed, as well as implications for policy that include increased funding for TRIO Programs, participant tracking beyond six years after high school graduation, and changes in federal reporting structures.

MS, University of Cincinnati, 2019, Allied Health Sciences: Nutrition

Abstract Dietary patterns are modifiable risk factors for the development of several diseases, such as obesity, heart disease, stroke and cancer. College years have been described as a time in which young adults begin to establish autonomous decision making in terms of lifestyle choices, and these behaviors can affect long term health and chronic disease risk.1 Numerous studies have evaluated the dietary patterns of college students, and various forms of nutrition interventions and education programs have been designed to improved eating habits of students in college. The majority of research in this area has targeted traditional students. There is limited data, however, about non-traditional groups such as first-generation students. First-generation college student populations differ from traditional college students in several ways. They are more likely to be ethnic minorities, working while attending school, taking care of other family members, and come from a lower socioeconomic background.2 These unique characteristics position first-generation students to be at risk for nutrition compromise. The goal of this study was to evaluate the dietary habits of first generation college students, as well as determining effective interventions that are feasible within the constraints of finances and time. The design of this intervention was a pre-test/post-test. All participants were first-year students residing in the Gen-1 Theme House at the University of Cincinnati. After screening and consent for the study was completed, students completed questionnaires covering topics such as self-efficacy in meal planning, shopping and cooking, as well as food safety practices, eating patterns and food choices. Participants then completed the intervention, which consisted of both online and hands-on learning experiences. The online component involved completing seven self-paced modules related to nutrition, meal planning and food preparation. Participants completed two han (open full item for complete abstract)

Doctor of Philosophy, University of Toledo, 2018, Higher Education

The literature on psychological well-being of Black college students is limited to a few single institution studies, and as such, a nationwide, multi-institutional empirical study of the factors that predict psychological well-being was greatly needed by higher education scholars, student affairs professionals, faculty, and administrators. This dissertation analyzed what influence, if any, demographic and college environment variables have on psychological well-being among college students. Tests of group means found four demographic variables with significant differences in psychological well-being scores within each variable. Moreover, a regression analysis revealed one input variable, one between-college characteristic, five environment variables, and eight intermediate outcome variables as significant predictors of psychological well-being among Black college students (n = 899). The findings of this dissertation are intended to provide faculty and administrators information to promote psychological well-being that has been shown through this research to influence Black college students' academic performance and college satisfaction.

Doctor of Philosophy, The Ohio State University, 2017, Educational Studies

This critical narrative inquiry was guided by two overarching research questions. First, this study examined how white undergraduates interpreted and gave meaning to their white racial identities. This line of inquiry sought to understand how participants made sense of their white racial selves, the self in relation to people of color, and the self in relation to systems of racism and white supremacy. Thematic analysis of participant narratives resulted in three constructions of white racial identity: Ignorant, Emergent, and Critical. Second, this study explored how white college students perpetuated racial ideologies of whiteness on campus. This line of inquiry examined how, through discourse, white undergraduates maintained the dominant/subordinate relationship between white students and students of color. In order to do so dialogic/performance analysis of narratives was utilized. Such an approach is concerned not only with the content of narratives, but the structure and telling of a given account. This analysis resulted in four distinct narratives that participants frequently employed within the context of the interview: Narratives of Campus Racial Harmony, Narratives of Imposition, Narratives of Enlightenment, and Narratives of White Racial Innocence. Each narrative represented a motivated telling with a unique plotline. Further each narrative operated to mask racial hostility, protect white innocence, and locate problems of racism elsewhere.

MS, Kent State University, 2017, College of Education, Health and Human Services / School of Health Sciences

Currently, there is limited research that investigates organic food trends in college students. Little is known about knowledge, perception, purchasing behaviors, and potential barriers of organic food in students. The purpose of this descriptive, posttest only, multi-factorial design study was to measure knowledge and perception of organic food buyers vs. organic food non-buyers in Northeast Ohio college students with varying demographics (N = 1490). An anonymous 52-question electronic survey was distributed to 21,089 students to recruit participants for the study via e-mail. The survey consisted of four sections in the following order: socio-demographic characteristics, purchasing, knowledge, and perception. This study examined gender, major, and place of residence with respect to organic food buyers and organic food non-buyers among university students. Participants for this study were at least 18 years of age and were enrolled full-time at the university's main campus. Data was analyzed using descriptive statistics, three-way factorial analysis of variance (ANOVA), chi-square, and paired t-tests. An alpha level of 0.05 was set to determine if statistical significance was present in the data. Results of this study indicate that students have a higher perception of organic food than conventional food with respect to being better for the environment, more humane, tastes better, is safe to consume, and that they provide additional health benefits. Conventional food is perceived as being more affordable and having a longer shelf life than organic food. Females, non-science majors, and organic food buyers have a higher perception of organic food than males, science majors, and organic food non-buyers. Findings indicate that consumers purchase organic food based on perceived benefit. Results also revealed that place of residence does not influence whether college students purchase or do not purchase organic food. With respect to knowledge, gender and (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 1996, Graduate School

Doctor of Philosophy, The Ohio State University, 1984, Graduate School